Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia

In spite of the many types and forms of organizational supports invested to encourage knowledge exchange in organizations, the level of knowledge sharing among employees is still at a moderate level or below optimal. This is because knowledge sharing is still seen as largely an individual person’s e...

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Main Author:	Sulaiman, Sarinah
Format:	Thesis
Language:	English
Published:	2012
Subjects:	Knowledge management - Malaysia College teachers - Malaysia Motivation (Psychology) - Malaysia
Online Access:	http://psasir.upm.edu.my/id/eprint/31446/1/FPP%202012%2056R.pdf
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id	my-upm-ir.31446
record_format	uketd_dc
spelling	my-upm-ir.314462015-02-25T01:22:06Z Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia 2012-06 Sulaiman, Sarinah In spite of the many types and forms of organizational supports invested to encourage knowledge exchange in organizations, the level of knowledge sharing among employees is still at a moderate level or below optimal. This is because knowledge sharing is still seen as largely an individual person’s effort and is often unnatural. Thus the question arises as to what the most influential factors are in determining the teachers’ knowledge sharing behavior (KSB), particularly in the educational context. Hence, this study aimed to examine the teachers’ KSB at aprofessional learning institution and how it is related to their teaching competence,personal motivational factors and organizational support. In addition, the demographic variables that include age, gender, highest education attainment teaching qualification, and the number of years in teaching were also used to examine their influence on the KSB of the teachers. With a total population of 310 teachers conducting diploma programs for the students, this study employed a quantitative survey using self-administered questionnaire initially distributed to all teachers in this institution. The questionnaire that was written in English, received acceptable responses from 150 teacher respondents with a response rate of 48%. The statistical tests conducted were mean and standard deviation, independentsamples t-test, one-way ANOVA, bi-variate correlation, and standard multiple linear regression. Face validity was assured by distributing the measurement scales to two experts in the Faculty of Educational Studies of Universiti Putra Malaysia. All the Cronbach’s alpha coefficients of the scale in the pilot test and actual study were above the acceptable value, ranging from .841 to .974, which was above the threshold value of .70. Teaching competence was found to be strongly related to KSB (r =.517 and p<.01), while personal motivational factors (r = .471, p = .0001) and organizational support had moderate relationships (r = .328, p =.0001) to knowledge sharing. An independent-samples t-test showed no difference in the mean scores for the KSB between genders. Similarly, there was no difference in the mean scores for the KSB between teachers with bachelor’s degree and teachers with master’s degree as their highest qualification. A one-way ANOVA did not reveal a significant difference in the mean scores of the KSB among teachers of different age groups, or among teachers with different years of teaching experience in this institution. Teaching competence, personal motivational factors and organizational support were found to significantly explain the variance in KSB. With regard to the sub-factors of the personal motivational factors, only personal interaction behavior was found to be significant in explaining KSB. Organizational commitment and perceived benefits were found to be insignificant in predicting KSB of the teachers. Among teaching competence sub-factors, competence in planning and preparation, and competence in delivering instruction were significant in explaining the variance of KSB. In addition, two sub-factors of organizational support significantly explained the variance in KSB: the provision of technical support services and the provision of technology support. With specific factors that significantly explain KSB, this study provides meaningful guidance to the institution’s management in order to facilitate the KSB of the teachers. Knowledge management - Malaysia College teachers - Malaysia Motivation (Psychology) - Malaysia 2012-06 Thesis http://psasir.upm.edu.my/id/eprint/31446/ http://psasir.upm.edu.my/id/eprint/31446/1/FPP%202012%2056R.pdf application/pdf en public phd doctoral Universiti Putra Malaysia Knowledge management - Malaysia College teachers - Malaysia Motivation (Psychology) - Malaysia Faculty of Educational Studies
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Knowledge management - Malaysia College teachers - Malaysia Motivation (Psychology) - Malaysia
spellingShingle	Knowledge management - Malaysia College teachers - Malaysia Motivation (Psychology) - Malaysia Sulaiman, Sarinah Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia
description	In spite of the many types and forms of organizational supports invested to encourage knowledge exchange in organizations, the level of knowledge sharing among employees is still at a moderate level or below optimal. This is because knowledge sharing is still seen as largely an individual person’s effort and is often unnatural. Thus the question arises as to what the most influential factors are in determining the teachers’ knowledge sharing behavior (KSB), particularly in the educational context. Hence, this study aimed to examine the teachers’ KSB at aprofessional learning institution and how it is related to their teaching competence,personal motivational factors and organizational support. In addition, the demographic variables that include age, gender, highest education attainment teaching qualification, and the number of years in teaching were also used to examine their influence on the KSB of the teachers. With a total population of 310 teachers conducting diploma programs for the students, this study employed a quantitative survey using self-administered questionnaire initially distributed to all teachers in this institution. The questionnaire that was written in English, received acceptable responses from 150 teacher respondents with a response rate of 48%. The statistical tests conducted were mean and standard deviation, independentsamples t-test, one-way ANOVA, bi-variate correlation, and standard multiple linear regression. Face validity was assured by distributing the measurement scales to two experts in the Faculty of Educational Studies of Universiti Putra Malaysia. All the Cronbach’s alpha coefficients of the scale in the pilot test and actual study were above the acceptable value, ranging from .841 to .974, which was above the threshold value of .70. Teaching competence was found to be strongly related to KSB (r =.517 and p<.01), while personal motivational factors (r = .471, p = .0001) and organizational support had moderate relationships (r = .328, p =.0001) to knowledge sharing. An independent-samples t-test showed no difference in the mean scores for the KSB between genders. Similarly, there was no difference in the mean scores for the KSB between teachers with bachelor’s degree and teachers with master’s degree as their highest qualification. A one-way ANOVA did not reveal a significant difference in the mean scores of the KSB among teachers of different age groups, or among teachers with different years of teaching experience in this institution. Teaching competence, personal motivational factors and organizational support were found to significantly explain the variance in KSB. With regard to the sub-factors of the personal motivational factors, only personal interaction behavior was found to be significant in explaining KSB. Organizational commitment and perceived benefits were found to be insignificant in predicting KSB of the teachers. Among teaching competence sub-factors, competence in planning and preparation, and competence in delivering instruction were significant in explaining the variance of KSB. In addition, two sub-factors of organizational support significantly explained the variance in KSB: the provision of technical support services and the provision of technology support. With specific factors that significantly explain KSB, this study provides meaningful guidance to the institution’s management in order to facilitate the KSB of the teachers.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Sulaiman, Sarinah
author_facet	Sulaiman, Sarinah
author_sort	Sulaiman, Sarinah
title	Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia
title_short	Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia
title_full	Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia
title_fullStr	Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia
title_full_unstemmed	Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia
title_sort	relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in malaysia
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Educational Studies
publishDate	2012
url	http://psasir.upm.edu.my/id/eprint/31446/1/FPP%202012%2056R.pdf
_version_	1747811616211075072

Relationships between teaching competence, motivational factors, and knowledge sharing behavior at a professional learning institution in Malaysia

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